2014 MANAGEMENT PLAN GLENDALE EAST PUBLIC SCHOOL

OVERALL PURPOSE: To provide quality teaching and learning through an inclusive and challenging curriculum, where students develop as responsible global citizens who
value life-long learning.
Strategic Direction 1

STUDENT LEARNING


To develop and implement challenging, innovative and
inclusive curriculum that enables students to be
effective 21st century global citizens.



Strategic Direction 2

CREATING A HIGH PERFORMING AND DYNAMIC
SCHOOL

Developing a culture of collaboration, evidence based
decision making, educational innovation, leadership and
a culture of engagement and performance.
Strategic Direction 3

ENHANCING COMMUNITY ENGAGEMENT AND
PARTICIPATION.

Developing Community trust and strategic support to
ensure that student's become successful, confident and
creative citizens
Purpose of Strategic Direction 1

To improve student learning experiences which results
in students development of the abilities to think
critically, creatively and ethically and who are socially,
environmentally and culturally aware.
Purpose of Strategic Direction 2

To provide a high standard of education through a
combination of curriculum resources, ICT infrastructure,
teaching and learning programs that inspires every
student and teacher to excel and learn to their full
potential. To ensure that learning is differentiated and
personalised for all students and staff.



Purpose of Strategic Direction 3

To provide a learning environment which is purposeful,
challenging, engaging and caters for the learning needs
and points of entry into education for all students and
community members.
Strategic Direction 1 Category

Building Student Capacity
Strategic Direction 2 Category

Building Staff Capacity
Strategic Direction 3 Category

Whole- School approach




Strategic Direction Leader: Principal, Assistant Principal, Staff members
Strategic Direction 1. To develop and implement challenging, innovative and inclusive curriculum that enables students to be effective 21
st
Century citizens.
PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES
To improve student learning experiences
which results in students' development
of the abilities to think critically,
creatively and ethically and who are
socially, environmentally and culturally
aware.
Students will become active participants in
their own learning focussing on assessment as
learning and developing voice in their own
learning.

Staff will develop capacity to implement new
curriculum models and will develop the ability
to engage students in critically analysing their
own learning.

Staff will engage with professional learning to
develop and implement their understanding of
21st century thinking skills and utilise this
within a framework of increased technological
capability


Glendale East Community - will engage with
the development of new curriculum
implementation and technological innovation
so as to support the learning of their students.

Glendale Learning Alliance including
surrounding primary and high schools will
engage in improved transitional programs with
a focus on engagement of students between
stages 3 and 4.
1. Organisational and Systems innovation.
Develop efficicent school based systems
for the development, implementation
and analysis of student learning and
assessment.

2. School Learning Alliances
Build proactive learning alliances with
the Glendale / Edgeworth group of
schools and network with like minded
groups of schools in developing
professional learning for staff.

3. Teacher Quality
Focus on building teacher capacity
through professional learning with
instructional mentor and teachers and
leaders development.

4. Leadership
Develop school based systems and
opportunities for development of
teachers as leaders against Institute of
teachers capabilities and standards.

5. Administration
Streamlining of administrative, financial,
communication and organisational
workflows at the school through
improved staff capabilities in the use of
EBS4, SAP and SALM.

6. Workforce Capabilities and
Practice staff will regularly analyse data with AP
leadership and guidance to highlight student and
whole-school weaknesses.

Product All teacher programs will demonstrate
the teaching and incorporation if 21
st
Century
thinking skills into all curriculum areas.

Practice Onoing, meaningful, evidence based
teacher professional learning is embedded into the
culture of the school.

Practice EBS4, Synergy and Salm will become
fully operational and all staff will be competent in
its utilisation.

Practice All teaching staff are reflective in their
professional growth in relation to the professional
teaching standards.
Sustainabilitys.
Further develop staff workforce
capability through improved knowledge
and understanding of the Australian
Teacher Development Framework,
Australian Charter for the professional
learning of teachers and leaders and the
Australian standards for teachers and
principals


Processes Mid Term 1 End term 1 Mid term 2 End term 2 Mid term 3 End term 3 Mid term 4 End term 4 Resourcing
1
Organisational and
Systems innovation.

Collaboration with
staff to develop data
collection points and
systems for analysis.
Data analysis and feed
back to teachers

What are our
weaknesses and how
will we address these?
Data analysis and feed
back to teachers

Focus on key ideas in
maths continuum
literacy what are our
weaknesses
strengths.
Have these changed
from semester 1?
What needs to
change?
Data analysis and feed
back to teachers

2
School Learning
Alliances

Initial meeting with
GEPS and learning
alliance schools
TBA after initial
meeting

3
Teacher Quality

Formalisation of
teachers as learners
through development
of PLPs
Initial delivery of
personalised TPL
through IT mentor and
instructional
leadership model
What improvement
have we seen
qualitative teacher /
student interviews.
Quantative
technology matrix PL
continuum
Review staff PLPs and
design new directions
with all staff sem 2
Formalised feedback to
teachers in regard to
performance against
standards and
implementation of PL
identified in PLP
$800 2 day RFF
4
Leadership Development of
teachers as leaders
and APs as leaders
through portfolio
development and clear
expectaions.
Leadership teams
meetings in regard to
implementation of
school plan.
Leadership teams
meetings in regard to
implementation of
school plan.

Leadership teams
meetings in regard to
implementation of
school plan.

5
Administration Staff development of
consistent practices in
Student Administration
in EBS4 agent
SAM and SAO training
in EBS 4
Through personalised
learning plans
All staff will effectively
use Synergy for
student welfer and LST
matters
SAM and SAO training
in EBS 4
Through personalised
learning plans
Improved application
and use of EBS4
SAM and SAO training
in EBS 4
Through personalised
learning plans
Discontinuation of
Sentral with EBS4
replacing as the
administrative tool.
Review EBS4
SENTRAL and SAM,
SAO PLPs
$1600 SAM TPL release
6
Workforce
Capabilities and
Sustainabilities.


TPL in teaching
standards and goal
setting against these
standards
Review of TPL goals
against standards
Review of goals against
standards

TPL in teaching
standards and goal
setting against these
standards (From term
1)


COMPLETED

NOTES SAM and SAO have
accessed learning
regularly, this has not
been formalised in
written plans.

TPL in standards to be
moved to Term 3
Data analysis was
completed effectively
in Infants only.


TPL goals against
standards to be
addressed term 3

TOTAL: $2400








STRATEGIC DIRECTION LEADERS: Principal, Assistant Principal, Emma, Heather, Susan, Nathan
Creating a high performing and Dynamic school Developing a culture of collaboration, evidence based decision making, educational innovation, leadership and a culture of
engagement and performance.
PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES
To provide a high standard of
education through a combination
ofcurriculum resources, ICT
infrastructure, teaching and learning
programs that inspires every student
and teacher to excel and learn to their
full potential. To ensure that learning
is differentiated and personalised for
all students and staff.

Students will engage in being quality
learners of literacy and numeracy
focussing on engagement and
achievement.

Staff will engage in personalised
learning plans in the areas of literacy,
numeracy and technology.

Staff will develop personalised
learning systems in their classrooms
to ensure all students are achieving.

Staff will broaden the teaching of the
new curriculum in order to extend
students learning in 21
st
Century
capabilities.

Parents will become more engaged in
students learning, developing a
collaborative learning community
through opportunities for
communication directly with students
and staff in relation to students work.
1. Engaging and effective community of
learners.
Build staff capacity to implement the
new Australian Curriculum through
continued TPL in L3, L3 stage 1.
Assessment based teaching and learning
strategies and collaborative, evidence
based decision making.

2. Evidence based decision making.
Effective use of quantative and
qualitative student assessment data to
inform and improve school curriculum,
teaching and assessment practices.

3. Collaborative and connected culture.
Consistent exchange of educational and
student welfare data across the school

4. Innovative Educational resourcing.
Implement innovative resourcing to
engage students and develop their
abilities in writing, comprehension, use
of multi-modal texts and mathematical
reasoning.

5. Personalised learning and support.
Improve staff capacity to develop and
implement personalised learning across
Product: Maintain above state average school growth for
100% of year 5 students in reading.

Product: Improve to 50% of the cohort the above state
average growth for year 5 students in writing

Product: Maintain above state average school growth
for 90% of year 5 students in spelling

Product: Maintain above state average school growth for
80% of year 5 students in grammar and punctuation.

Product: Maintain above state average school growth for
85% of year 5 students in numeracy

Product: 75% of students in kindergarten will achieve
cluster 4 in all literacy continuum aspects.

Product: 75% of students in kindergarten will achieve
cluster 4 in all literacy continuum aspects.

Product: 75% of students in kindergarten will achieve
cluster 4 in all numeracy continuum aspects.

Product 64% of students in year 1 will achieve band 6 in
all literacy and numeracy continuum aspects.

Product 81% of students in year 2 will achieve band 8 in
all numeracy and literacy continuum aspects. And
demonstrate a sound understanding of 100% of the key
ideas in mathematics from ES1.



the entire school. Practice: Improved use of data to drive teaching through
leader and whole staff analysis and identification of
strengths and areas for development.

Product:
Improve the percentage of students in band 5 writing in
year 3 from 33% to 35%.

Product:
Improve the percentage of students in band 6 writing in
year 3 from 5.3% to 8%.

Product:
Improve the percentage of students in band 7 writing in
year 5 from 33% to 35%.

Product:
Improve the percentage of students in band 8 writing in
year 3 from 3.4% to 6%.


Practice
Improved staff collaboration through implementing
systems for consistent teacher judgement and
professional sharing.

Practice:
Proactive professional learning.
Implementation of ongoing personalised learning plans
for al staff







Processes Mid Term 1 End term 1 Mid term 2 End term 2 Mid term 3 End term 3 Mid term 4 End term 4 Resourcing
1 Engaging and
effective
community of
learners.

Lesson
observations by P
and APs in areas
identified
through teacher
personalised
learning plans.
Feedback to be
given around a
framework of
engagement and
implementation
of 21
st
C thinking
skills.


L3 stage 1 to
commence

ES1 L3 OPL







Develop A-E
report indicators
in line with new
curriculum.

Implement
Consistent
Teacher
Judgement days.












Implement
Consistent
Teacher
Judgement days.
$20,000
Instructional
leaders salaries
2 Evidence based
decision
making.

Continuation of
student tracking
in literacy and
numeracy.

Implementation
of student
tracking against
key concepts in
all curriculum
areas
Review of student
work samples in
relation to
Consistent
Teacher
Judgement and
assessment.
(Do our assessments
allow children to
achieve highly?)
TPL in DASA
modules


Analysis of end of
Semester 1 report
data.

(What can we do
better? Where
are our
weaknesses?)
Whole school
Analysis of
NAPLAN and
other external
data.
Triangulation of
qualitative and
quantative data,
both internal and
external to be
used in designing
2015-17 school
plan.

3 Collaborative
and connected
culture.

Team meeting to
develop
curriculum areas.




Engagement of 2
day per week IT
mentor to


Review of
classroom
practices in
writing.

(review TPL in IT)
CTJ days
implemented
analysis of
writing.

(Are weaknesses
common across
the school? How
do we address
these)
Sentral reading
benchmarks up to
date

Quantative data
analysis
strengths /
performance
against
benchmarks
$6400 CTJ day


$40,000 IT
mentor release
develop both
student and
teacher
engagement and
use of
technology.
4 Innovative
Educational
resourcing.

Staff training on
new syllabus
including CLIC
and Adobe
Connect Sessions
through PPAAC


Trial BYOD with
stage 3
Trial online
writing tools to
increase student
audience and
purpose

Review TPL in
new syllabus

Review BYOD
with possible
implementation
2015-17
$6000 Wireless
infrastructure.

$40,000
Technology
upgrades
5 Personalised
learning and
support.
LAST to
collaborate with
CRTs in
development of
ILPs

Analysis of
student welfare
analysis and
feedback to CRT
and LAST.

Review of LAST
role in relation to
CRT support

All PLPs and ILPs
up to date.
ILPs reviewed
and feedback to
parents by LAST
Analysis of
student welfare
data and
feedback to CRT
and LAST.

ILPs reviewed
and feedback to
parents by LAST
Analysis of
student welfare
analysis and
feedback to CRT
and LAST.

ILPs reviewed
and feedback to
parents by LAST

Completed
Notes Lesson obs are
occuring through
the University of
Newcastle Quality
teaching rounds
Research Project.
2. Evidence has
found that our
assessment tasks
in some KLAs are
nota llowing
students the
opportunities to
achieve above a
Sound level
A-E indicators not
fully complete
Writing tools will
be trialled
semester 2 with
leadership by IT
mentor.

Data has been
collected, not
fully analysed.

TOTAL: $112400






STRATEGIC DIRECTION LEADERS: Principal, all staff members, community leaders.
Enhancing Community Engagement and Participation. Developing Community trust and strategic support to ensure that student's become successful, confident and
creative citizens
PURPOSE PEOPLE PROCESSES PRODUCTS AND PRACTICES
To provide a learning
environment which is purposeful,
challenging, engaging and caters
for the learning needs and points
of entry into education for all
students and community
members.
Parents and community will engage in
with the school in a learning capacity.
Parents will have input into
community learning and a more
consultative framework for decision
making will be developed.

Staff will improve lines of
communication between
themselves, parents and students
through electronic communication
channels.

Staff will develop and implement
the mental health awareness
1. Building Community and School identity
and brand.
Develop a collaborative approach to the
development of the schools beliefs and values
which will be communicated through innovative
marketing and advertising.

2. Connecting Learning at home and
school


3. Communication and consultative
decision making
Improve community decision making and
consultative processes through the establishment
of a parent reference group.

4. Participation and community learning
Design and implement community
Product: The school will deliver at least 8
learning sessions for parents as identified
by the community reference group in
areas of need.

Product: There will be an overall
increase in parent participation at the P
and C level.

Product: the school will move positively
1 level in the community partnerships
matrix across all strands and aspects.

Practice: The school will embed the
delivery of the kids matter program.
programs kids matter in
consultation with the parent
reference group.

Students will develop leadership in
particular areas of school
government including curriculum
and whole school programs.
learning sessions with collaboration of
the parent reference group. This
learning will be parent driven designed
to engage all community members as
learners.

5. Student engagement and wellbeing
programs.





Processes Mid Term 1 End term 1 Mid term 2 End term 2 Mid term 3 End term 3 Mid term 4 End term 4 Resourcing
1
Building
Community and
School identity
and brand.

Establish school
community
partnership
reference group
Develop values and
beliefs in
collaboration with
students, staff and
reference group
Engage marketing
company neon
zoo to developing
ongoing branding
strategy.
Increased parent
participation at
community forums
and events
(Qualitative data?)
(Quantative)
Review of the
family school
partnership and
setting of future
goals and directions
in line with 2015-
2017 school
planning guidelines
$400 Weebly licence
2 Connecting
Learning at
home and
school

school community
partnership
reference group will
determine
strategies to
connect between
home and school
Increased number
of parents
participating in P
and C and
community meeting
to support a
positive school
community learning
environment

3 Communication
and
consultative
decision
making

Implementation of
digital and non-
digital
communication
methods for staff,
students and
community.
Development of
digital
communication
policy in
collaboration with
community
reference group.
Creation of class
Blogs and 3 ring to
further engage
parent
communication in
relation to student
learning.
Review of blogging
and digital
communication
policy
Review and refine
communication
policy and systems
for implementation
into 2015-17 plan.

Participation
and
community
learning

Establishment of
community learning
sessions designed
by parent reference
group.
TBA after initial
reference group

Student
engagement
and wellbeing
programs.
Implementation of
leadership
programs for Senior
students sports
-class of the week
-canteen
All staff will
implement the kids
matter module 3.

Collaboration with
students in the
leadership of kids
matter
Collaboration with
parent reference
group in regard to
kids matter.
Qualatative data
analysed in relation
to student referral
to counsellor.
Review kids matter
and refine policy
and processes for
implementation in
2015-17 plan

COMPLETED

NOTES
Values and beliefs
to be addressed in
term 3 in
preparation for
2015-17 plan

-Parent learning has
not been well
supported by
community.

TOTAL: $400